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Spring 2009: a History of Childhood 1 HITO126 Stefan Tanaka Tue And Spring 2009: A History of Childhood 1 HITO126 Stefan Tanaka Tue and Thurs 5:00-6:20 HSS4062; phone:4-3401 WLH 2111 office hours: Wed 1:30-3:00 and Thur 1:00-2:00 or by appointment A History of Childhood There are few subjects in history in which people learn about something they experienced, rather than know. Childhood is one; it is something that we all passed through, but only know about after passing through it. Our understanding of childhood as a stage of innocence when the child should be free to play and attend school is a modern idea. The idea of childhood has not been constant, and different societies, communities, classes, etc. have shaped the integration of children according to their own needs and norms. The goal of this class is to examine the different ways that attitudes toward children have changed throughout history and across cultures. These attitudes were connected to the way that the human being was understood; the changing role of the family; variations by regional, class, and developmental differences; emergence of institutions of socialization, especially the transformation of educational systems (both K-12 and university); industrialization; and more recently, the role of the state in organizing our expectations of children and childhood. This course will not be limited to any particular region. The best historical information in English on childhood around 1000 years ago is on European society. During the modern period, much is available on the United States and Europe, and some is available on Asia. Part of the intent of the course will be to examine the idea of childhood as both separate from and integral to the various cultures within and beyond the nation-state. Course Requirements: attendance at lectures take home paper, due April 30 (40% of grade) final paper, due June 12 (60% of grade) NO LATE PAPERS WILL BE ACCEPTED Students must complete all course requirements in order to receive a passing grade. All students are expected to adhere to standards of academic integrity as set forth by this institution. Cheating or plagiarism will automatically result in a course grade of F. Spring 2009: A History of Childhood 2 You must also submit an electronic version of your paper to turnitin.com on the same day. Students agree that by taking this course all required papers will be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the terms of use agreement posted on the Turnitin.com site. Students must complete all course requirements in order to receive a passing grade. All students are expected to adhere to standards of academic integrity as set forth by this institution. Cheating or plagiarism will automatically result in a course grade of F. Time and Temporality (week 1) Cunningham, Children and Childhood, 1-17. Abstract Time (childhood) Luckmann, Thomas “The Constitution of Human Life in Time” Bodily Time (children) Philippe Aries, Centuries of Childhood, 15-32 Barry Bogin, The Growth of Humanity Child in History (week 2&3) Cunningtham, Children and Childhood, 18-80, 114-36, 171-206. Ancient and Medieval Children Philippe Aries, Centuries of Childhood, 33-61 Becoming Modern John Locke, “No innate Principle in Mind” Seth Lerer, “Playthings of the Mind.” Jean-Jacques Rousseau, Emile or On Education Birth of the Modern Child Howard Chudacoff, “Act Your Age” William Kessen, “The American Child and Other Cultural Inventions” Childhood Today UNICEF, “An Overview of Child Well-being in Rich Countries.” www.unicef.org/media/files/ChildPovertyReport.pdf Barbara Rogoff, “Orienting Concepts and Ways of Understanding” Spring 2009: A History of Childhood 3 Childhood and the Rise of the Social (week 4&5) Work and the Rise of the Social Cunningtham, Children and Childhood, 81-113. Nikolas Rose, “The Social” Farm Work Priscilla Clement, “Farm, Factory, and Home,” Growing Pains Glen Elder, “Always Work to do,” Children of the Land. Stephen O’Connor, “Invisible Children,” Orphan Trains film: The Orphan Trains Child Labor misc statements from the Sadler Commission, 1832 www.spartacus.schoolnet.co.uk/IRchild.main.htm Yokoyama Gennosuke, “Nihon no kaso shakai” Lewis W. Hines, “Child Labor in America, 1908-1912” www.historyplace.com/unitedstates/childlabor/ The Tutelary Complex (week 6) Cunningtham, Children and Childhood. Jacque Donzelot, The Policing of Families. Michael Grossberg, “A Protected Childhood.” Viviana Zelizer, “From Useful to Useless.” movie: The Kid (directed by Charlie Chaplin, 1921) Socialization/Education (week 7&8) Ellen Key, “The Right of the Child to Chose his Parents,” The Century of the Child. Friedrich Froebel, selected writings G. Stanley Hall, “The Ideal School as Based on Child Study” John Dewey, The Child and the Curriculum Kathleen Uno, “Day-Care and Moral Improvement” Family (week 9&10) Rima Apple, “Constructing Mothers: Scientific Motherhood” George Sanchez, “‘Go After the Women’: Americanization and the Mexican Immigrant Woman, 1915-1929,” Sharon Nolte and Sally Hastings, “The Meiji State’s Policy toward Women” Child and Childhood: Future? (week 10) Norma Field, “The Child as Laborer and Consumer.” Paula Fass, “Children and Globalization” film: Stolen Childhoods Spring 2009: A History of Childhood 4 Readings All readings will be on e-reserves at the Geisel Library. Required book is available at Groundwork Books. Books Hugh Cunningham, Children and Childhood in Western Society. 2nd ed. (Longman) Articles and Chapters Philippe Aries, Centuries of Childhood: A Social History of Family Life, trans. by Robert Baldick (New York: Vintage, 1962), pp. 15-32, 33-61. Rima Apple, “Constructing Mothers: Scientific Motherhood,” Rima Apple and Janet Golden, eds. Mothers and Motherhood (Columbus: Ohio State University Press, 1997), pp. 90-110. Barry Bogin, The Growth of Humanity (New York: Wiley–Liss, 2001), pp. 64-93. Howard Chudacoff, “Act Your Age,” How Old Are You? (Princeton University Press, 1989), pp. 117-37. Priscilla Clement, ”Farm, Factory, and Home,” Growing Pains: Children in the Industrial Age, 1850–1890 (New York: Twayne Publishers, 1997), pp. 122-49. Dewey, John. The Child and the Curriculum (University of Chicago Press, 1902) http://books.google.com Donzelot, Jacques, “The Tutelary Complex,” The Policing of Families, trans. by Robert Hurley (Baltimore: Johns Hopkins University Press, 1997[1979]), 96-150. Glen Elder and Rand D. Gonger, “Always Work to do,” Children of the Land (Chicago: University of Chicago Press, 2000), pp. 87-106. Paula Fass, “Children and Globalization,” Journal of Social History, 36.4(2003):963-77. Norma Field, “The Child as Laborer and Consumer: The Disappearance of Childhood in Contemporary Japan,” in Sharon Stephens, Children and the Politics of Culture (Princeton: Princeton University Press, 1995), pp. 51-78. Friedrich Froebel, “A New Year’s Meditation,” “Plan of an institution which will educate children,” “The Child’s life: his first actions,” and “Outline of a plan for founding and developing a Kindergarten,” in Irene M. Lilley, ed. Friedrich Froebel: A Selection from his Writings (Cambridge: Cambridge University Press, 1967), pp. 92-103, 117-19. Michael Grossberg, “A Protected Childhood: The Emergence of Child Protection in America,” in Wendy Gamber, Michael Grossberg, and Hendrik Hartog, eds. American Public Life and the Historical Imagination (University of Notre Dame Press, 2003), pp213-239. Spring 2009: A History of Childhood 5 G. Stanley Hall, “The Ideal School as Based on Child Study,” Forum 32(1901). William Kessen, “The American Child and Other Cultural Inventions,” American Psychologist 34(Oct 1979): 815-20. Ellen Key, “The Right of the Child to Chose his Parents,” The Century of the Child (GP Putnam, 1909), 1-62. Seth Lerer, “Playthings of the Mind,” (104-28) Children’s Literature: A Reader’s History from Aesop to Harry Potter (University of Chicago Press, 2008). John Locke, “No Innate Principle in Mind” (48-65), An Essay Concerning Human Understanding (New York: Dover Publications, 1959). Thomas Luckmann, “The Constitution of Human Life in Time,” Thomas Bender and David E. Wellbery, Chronotypes: The Construction of Time (Stanford: Stanford University Press, 1991), pp. 151-66. Sharon H. Nolte and Sally Ann Hastings, “The Meiji State’s policy toward Women, 1890-1910,” Gail Lee Bernstein, Recreating Japanese Women, 1600-1945 (University of California Press, 1991), pp.151-74. Stephen O’Connor, “Invisible Children,” Orphan Trains: The Story of Charles Loring Brace and the Children he Saved and Failed (University of Chicago Press, 2001), pp.209-32. Barbara Rogoff, “Orienting Concepts and Ways of Understanding the Cultural Nature of Human Development,” The Cutural Nature of Human Development (Oxford University Press, 2003), pp. 3-36. Nikolas Rose, “The Social,” Powers of Freedom: Reframing Political Thought (Cambridge University Press, 1999), pp. 98-136. Jacques Rousseau, Emile or On Education, trans. by Allan Bloom, (BasicBooks, 1979), pp. 33-74. Sadler Commisssion, 1832 misc excerpts in www.spartacus.schoolnet.co.uk/IRchild.main.htm George Sanchez, “‘Go After the Women’: Americanization and the Mexican Immigrant Woman, 1915-1929,” Apple and Golden, eds. Mothers and Motherhood, pp. 475-94. Kathleen Uno, “Day-Care and Moral Improvement,” Passages to Modernity (University of Hawaii Press, 1999), pp. 47-73. Yokoyama Gennosuke, “Nihon no kaso shakai,” trans. by Eiji Yutani, (unpublished PdD dissertation, University of Washington, 1985), 192-223, 311-17. Viviana Zelizer, “From Useful to Useless.” Pricing the Priceless Child (Basic Books, 1985), 208-28..
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